ERIC Number: ED635385
Record Type: Non-Journal
Publication Date: 2023
Pages: 149
Abstractor: As Provided
ISBN: 979-8-3797-4170-9
ISSN: N/A
EISSN: N/A
Co-Teaching: An Influence on Teacher Growth Mindset and Student Academic Achievement
Goldstein, Lori
ProQuest LLC, Ed.D. Dissertation, St. John's University (New York)
Co-teaching is an instructional strategy for pairing special education and general education teachers to provide specially designed instruction to students with disabilities in general education settings. Instructional coaching is a professional development model that can provide co-teachers with additional strategies to effectively educate special and general education students in their classes. This type of professional development can also influence co-teacher perceptions and mindsets about co-teaching. This study examined the relationships between co-teacher instructional coaching and co-teacher growth mindsets. This mixed methods study, utilizing an explanatory sequential design, analyzed the relationship between instructional coaching and co-teacher perceptions of growth mindset. Special education and general education co-teachers (grades k - 8) from a suburban school district located in the northeastern United States participated in this study. This study examined the growth mindsets of co-teachers to determine if differences existed between co-teachers who have received instructional coaching and those who have not. This study provides school administrators with information about the mindsets of co-teachers, allowing administrators to consider instructional coaching as a vehicle for changing teachers' mindsets and for improving the academic achievement of special education students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Elementary School Teachers, Special Education Teachers, Suburban Schools, Team Teaching, Elementary School Students, Academic Achievement, Teacher Attitudes, Individual Development, World Views, Regular and Special Education Relationship, Relationship, Coaching (Performance)
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A